an-instructors-guide-to-organization-development

Organization Development: An Instructor’s Guide for Effective Teaching by Joan V Gallos Purpose of this Instructor’s Guide The purpose of this instructor’s guide is to support and energize individuals who use Organization Development: A Reader in their teaching – instructors who teach courses on organizational change, OD, the history of the field, leading change, consulting skills, and organizational effectiveness and health in undergraduate and graduate programs in management, the professions, and the administrative sciences, as well as those involved in professional development and corporate education activities More specifically, this guide provides opportunities for both new and seasoned educators to learn more about (1) the possibilities in teaching about organizational change and development; (2) ways to design courses or successful learning modules for diverse student audiences using Organization Development; and (3) suggested cases, activities, and other support materials that complement use of Organization Development Overview of the Instructor’s Guide This instructor’s guide is divided into four parts PART provides an introduction to Organization Development: A Reader It discusses the overall purpose and content of the book, the philosophy and central tenets that underpin it PART explores teaching with Organization Development It contains chapter-by-chapter summaries and suggested ways to think about teaching various kinds and levels of OD and change courses PART provides a sample syllabus for a graduate-level change course, learning modules on consulting skills, teaching activities, and case suggestions PART summarizes sources for cases, films, videos, and other internet-based teaching materials How to Use This Instructor’s Guide This instructor’s guide is designed to provide something for everyone interested in using Organization Development: A Reader in their work Where to begin and how best to use the guide depends on individual needs and experience Users considering Organization Development as a text in an existing course may want to begin with the chapter-by-chapter notes in PART to explore the content and logic of the volume, as well as the range of authors and topics explored They will want to move onto the sample syllabus in PART to see how their course can be adapted to meet specific course or program goals Seasoned instructors content with their current course text and in search of supplements readings may wish to explore the chapter-by-chapter notes in PART 2, and then the suggested activities to teach specific topics in PART These provide opportunities for instructors to reflect on how Organization Development can add dimensions to their present course readings, and suggest ways to reorganize or add specific topics or experiential components to their current courses Those developing new courses or seeking a major change in their current teaching will find the suggested syllabus a good place to begin Instructors in early career stages or new to teaching OD may want to start on page one of this guide and march straight through It provides information on how to develop and conduct sound, enjoyable, and learning-filled courses on organization development and change Sample course outlines in PART are a starting point for working with diverse student audiences (undergraduate, graduate) in different kinds of courses (theory-based, skills-based, mix of the two) Executive educators and trainers will appreciate the materials, activities, and cases sources; ways to think about facilitating the development of change management-related skills for specific audiences; and the ease with which suggested course and class designs that can be adapted to workshop or seminar formats Everyone will want to keep a copy of the Instructor’s Guide handy [Instructors can bookmark it on the Wiley site or, for added convenience, download the entire Instructor’s Guide to their desk-top computers.] The guide offers a handy reference for quick reviews of chapters before class, an easy way to check for consistency between instructor views and author perspectives, and a source of possible class designs and cases Acknowledgments In preparing these materials, there are important people to thank My dear husband, Lee Bolman, and my wonderful sons, Chris and Brad, get love and appreciation for their unending affection and support – and public praise for being such great, all-around, good people Chris Bolman deserves a second thanks He served as a research assistant and drafted the excellent chapter summaries, squeezing the work into his new busy life as a working professional in global financial management Ben Nemenoff, graduate research assistant at the Henry W Bloch School of Business and Public Administration, is a godsend and a trusted source of organization and support Finally, I thank students over the years who have taught me much – and endured with grace and open minds more than their share of experiments to make learning deep, relevant, and fun The Author Joan V Gallos is Professor of Leadership at the Henry W Bloch School of Business and Public Administration at the University of Missouri-Kansas City, where she has also served as Professor and Dean of Education, Coordinator of University Accreditation, Special Assistant to the Chancellor for Strategic Planning, and Director of the Higher Education Graduate Programs Gallos holds a bachelor’s degree cum laude in English from Princeton University, and master’s and doctoral degrees from the Harvard Graduate School of Education She has served as a Salzburg Seminar Fellow; as President of the Organizational Behavior Teaching Society; as editor of the Journal of Management Education; on numerous editorial boards, including as a founding member of Academy of Management Learning and Education; on regional and national advisory boards including the Organizational Behavior Teaching Society, The Forum for Early Childhood Organization and Leadership Development, the Missouri Council on Economic Education, the Kauffman and Danforth Foundations’ Missouri Superintendents Leadership Forum, and the Mayor’s Kansas City Collaborative for Academic Excellence; on the national steering committee for the New Models of Management Education project (a joint effort of the Graduate Management Admissions Council and the AACSB – the International Association for Management Education); on the W K Kellogg Foundation College Age Youth Leadership Review Team; on the University of Missouri President’s Advisory Council on Academic Leadership; and on various civic, foundation, and nonprofit boards Dr Gallos has taught at the Radcliffe Seminars, the Harvard Graduate School of Education, the University of Massachusetts-Boston, and Babson College, as well as in executive programs at Harvard’s Kennedy School of Government, the Harvard Graduate School of Education, the University of Missouri, Babson College, and the University of British Columbia She has published on professional effectiveness, gender, and leadership education; is editor of Organization Development: A Jossey-Bass Reader (2007) and Business Leadership: A Jossey-Bass Reader (2nd edition) (forthcoming), co-author of Teaching Diversity: Listening to the Soul, Speaking from the Heart (Jossey-Bass, 1997), and developer of numerous published curricula and teaching support materials, including those for Management Skills: A Jossey-Bass Reader (2005); received the Fritz Roethlisberger Memorial Award for the best article on management education in 1990; and was a finalist for the same prize in 1994 In 1993, Gallos accepted the Radcliffe College Excellence in Teaching award In 2002-2003, she served as Founding Director of the Truman Center for the Healing Arts, based in Kansas City’s public teaching hospital, which received the 2004 Kansas City Business Committee for the Arts Partnership Award as the best partnership between a large organization and the arts Part 1: An Introduction to Organization Development: A Reader Overall Purpose of the Book Organization Development: A Reader is a compendium of 47 chapters, created to capture the best thinking on the current and future state of organization development and change by leading authors in the organizational sciences It was developed to be a one-stop guide to the world of planned change Newcomers to the field can read the book cover to cover and explore organization development’s foundation, scope, focus, purpose, and methods Experienced consultants and change agents will find chapters that capture best thinking on key topics—resources for fine-tuning skills, learning about intervention options, envisioning organization development’s future, or reflecting on the larger issues in organizational health, growth and change Leaders and managers will find the resources they need to understand the route to organizational health and effectiveness, and to develop, launch, and nourish successful change efforts The field of organization development has a powerful and influential heritage, solid core, evolving applications and approaches, and a vital role to play in today’s global, fast-paced world of constant change The volume immerses readers deeply in organization development’s power and possibilities The book’s content is intentionally inclusive It reflects OD as an approach to change that has expanded in scope and possibility along with the changing nature of organizations, the environment, and theoretical advances in the organizational and social sciences The chapters, a number of which were created specifically for this volume, promote an understanding of OD as a diverse set of approaches to organizational effectiveness in an increasingly competitive and complex world The volume’s content also guides readers in understanding what a healthy and effective organization – the metagoal of any change effort – looks like The book offers multiple sources and perspectives on the past, present, and future of the field It is based on the premise that OD has a vital future, but only when it understands the full implications of its past, the challenges in the present, and the opportunities that lay ahead To this end, the volume includes: • • • • • primary materials from seminal theorists who helped shape the field like Chris Argyris, Warner Burke, Ed Schein, and Dick Beckhard updates on foundational concepts like action research, planned change, and intervention processes examination of distinctive elements like OD’s values, core processes, and dual focus on theory and practice discussion of contributions that have stretched and expanded the discipline, like appreciative inquiry, change management, community building, spirituality, multi-level development processes, and more chapters that support skill development in diagnosis, intervention planning • • • and implementation, consulting, team building, organizational design, and leadership pieces that frame (and reframe) OD’s larger purposes and possibilities articles that help define organizational health and effectiveness and the best road to both suggestions and directions for a vital and significant future for the field of OD Use of the Book in Teaching and Training The diversity of focus and perspectives in Organization Development can be used to stimulate rich discussion of core organizational issues, organizational behavior and health, and the change process for academic and professional audiences They also support change agent skill building The common thread among chapters in this volume is an over-arching emphasis on effective practice and action Taken together, the chapters remind readers that organization development is more than tools and techniques It requires careful attention to an organization’s contexts and goals, a clear vision of organizational health, an appreciation for system complexities, a solid understandings of what leads to system effectiveness, and change strategies for how to create that OD’s core values – participation, openness to learning, equity and fairness, valid information, informed choice, shared commitment – and processes can engage people in useful and significant ways to address a wide range of operational, technical, and strategic concerns in organizations On a more practical level, Organization Development offers a one-stop source for understanding the basics of organizational change and development It enables instructors to add a wide variety of topics, readings, and perspectives to their courses and training without the hassle of creating student reading packets or dealing with copyright issues The book’s underlying focus on increasing organizational health and effectiveness – the goal of every successful leader and manager – enables instructors to use one book for two educational purposes: understanding what makes for a strong organization and working to master the change skills needed to get there The book is organized such that it can be used as a basic text It can be read in its entirety and in the order of the chapters as provided Editor Interludes provide the logic and connections between chapters and sections Instructors can also use chapters in any sequence or pick and choose among them to supplement another course text or set of reading assignments Each chapter is structured and of sufficient length to fully develop its central issue, which also makes the volume a rich resource for other organizational courses Another alternative is to view each of the volume’s eight parts as a separate learning unit Overview of Book Content Organization Development is divided into eight parts Each is introduced by an Editor’s Interlude that frames the issues to be examined, describes the rationale for material included, and introduces each of its chapters The overall book content flows from past to future: context (how come), process (how), content (what), purpose (why), and possibilities (what else) Part I, The OD Field: Setting the Context, Understanding the Legacy, explores the field’s historical roots and definitions, evolution and changes in form and content over time, and distinctive theory and practice focus The state of organization development today and tomorrow is clearly linked to where and how it all began Part I includes: historical roots: Richard Beckhard “What is Organization Development?” W Warner Burke “Where Did OD Come From? evolution of the field: Philip H Mirvis “Revolutions in OD: The New and the New, New Things” theory vs practice: John Austin and Jean Bartunek, “Theories and Practice of OD” Part II, The OD Core: Understanding and Managing Planned Change, examines consistencies in OD’s change model over time, the concept of planned change, intervention theory, a range of action technologies, and two change models that add rich wisdom to the field Articles in Part II are: planned change: Bernard Burnes “Kurt Lewin and the Planned Approach to change: A Re-appraisal” intervention theory: Chris Argyris “Effective Intervention Activity” action technologies: Linda Dickens and Karen Watkins “Action Research: Rethinking Lewin” Joseph A Raelin “Action Learning and Action Science: Are They Different?” appreciative inquiry: David Cooperrider and Leslie E Sekerka “Toward a Theory of Positive Organizational Change” models of change: John Kotter “Leading Change: Why Transformation Efforts Fail” David Nadler “The Congruence Model of Change” The chapters in Part III, OD Process: Diagnosis, Intervention, and Levels of Engagement, provide insights for understanding OD activities on multiple levels (individual, small group, large group, intergroup, and organization), organizational diagnostic models, and the need for OD practitioners to explore their own interpretive frameworks Part III chapters are: individual: Chris Argyris “Teaching Smart People How to Learn” small group: Edgar Schein “Facilitative Process Interventions: Task Processes in Groups” large group: Barbara Bunker and Billie Alban “Large Group Interventions and Dynamics” intergroup: Michael J Sales “Understanding the Power of Position: A Diagnostic Model” organization: Joan V Gallos, “Reframing Complexity: A Multi-dimensional Approach to Organizational Diagnosis, Development and Change” External consultants have played a central role from the field’s inception, and Part IV, OD Consulting: Leading Change from the Outside, addresses a range of issues for consulting effectiveness: values, process, tasks, contracting, facilitation, and coaching Part IV articles are: consulting process: consulting tasks: Keith Merron “Masterful Consulting.” Peter Block “Flawless Consulting” contracting: facilitation: coaching: Marvin Weisbord “The Organization Development Contract” Roger Schwarz “The Facilitator and Other Facilitative Roles” Howard Morgan, Phil Harkins, Marshall Goldsmith “The Right Coach” On the other hand, there are also key leadership roles for insiders – leaders, internal consultants, motivated organizational citizens Part V, OD Leadership: Fostering Change from the Inside, explores skills and understandings to launch and nourish organization development from different positions within the organization Chapters in Part V are: options and challenges: the internal consultant: Consultant?” leading as the boss: leading the boss: Lee Bolman and Terrence E Deal “Reframing Change: Training, Realigning, Negotiating, Grieving, Moving On” Alan Weiss “What Constitutes an Effective Internal Gene Boccialetti “Reversing the Lens: Dealing with Different Styles When You are Boss” John Kotter “Relations with Superiors: The Challenge of Managing a Boss” James Kouzes and Barry Posner “Enlist Others” building support: The chapters in Part VI, OD Focus: Organizational Intervention Targets, offer leaders and change agents a map of the more significant locales where OD can apply its methods for meaningfully involving people in critical choices: strategy, organizational design, the structure of work, workspace ecology, culture, as well as workforce, team, and leadership development OD professionals and leaders who understand where, why, and how to intervene in a broad array of circumstances – and to what end – are more likely to have the tools that fit the needs of different client systems Part VI includes: strategy: organizational design: structure of work: workspace design: culture: workforce development: team development: leadership development: Edward E Lawler “Business Strategy: Creating the Winning Formula” Jay Galbraith “Matching Strategy and Structure” Marvin Weisbord “"Designing Work: New Structures for Learning and Self-Control" Franklin Becker and Fritz Steele “Making It Happen: Turning Workplace Vision into Reality” Edgar H Schein “So How Can You Assess Your Corporate Culture?” Edward E Lawler “What Makes People Effective” Glenn M Parker “What Makes a Team Effective or Ineffective” Jay Conger and Beth Benjamin “Developing the Individual Leader” The final two sections suggest an expanded future for the field of organization development The chapters in Part VII, OD Purpose and Possibilities: Seeing the Forest for the Trees, remind readers that OD’s core purpose is to improve organizational health and effectiveness They suggest a range of possibilities for what that larger purpose might look like: a passionate community of leaders, deep collaboration across boundaries, a well-integrated system, wellleveraged diversity, compassionate organizations, organizations that learn and teach OD’s possibilities are only constrained by the limits of creativity The chapters in Part VII are: fostering mission and commitment: integrating systems: Phillip H Mirvis and Louis Tex Gunning “Creating a Community of Leaders” David Nadler and Marc Gerstein, “Designing High Performing Work Systems: Organization, People, Work, Technology, and Information” utilizing diversity: David Thomas “Diversity as a Strategy” creating learning organizations: Peter Senge “The Leader’s New Work: Building Learning Organizations” creating humane organizations: J Kanov, S Maitlis, M Worline, J Dutton, P Frost, and J Lilius “Compassion in Organizational Life” fostering learning and growth: William Torbert “Generating Simultaneous Personal, Team, and Organizational Development” Finally, Part VIII, OD and the Future: Embracing Change and New Directions, identifies four major changes in the external environment and the nature of work where OD’s traditions and methods can be brought to bear – technology, globalization, the growing knowledge economy, and the environment – as well as perspectives on the field’s future from those engaged in theory and in practice The book ends with Dick Beckhard’s definition of a healthy organization This seems only fitting Beckhard named and helped launch the field – and this volume begins with his seminal definition of OD Part VIII contains: the future of the field practitioner perspective: Robert Marshak, “Emerging Directions: Is There a New OD?” scholarly perspective: David L Bradford and W Warner Burke “The Future of OD?” environmental changes and opportunities the digital revolution: Rosabeth Moss Kanter “From Cells to Communities: Deconstructing and Reconstructing the Organization” globalization: Ron Ashkenas, Dave Ulrich, Todd Jick, Steve Kerr “Actions for Global Learners, Launchers, and Leaders” knowledge management: Peter Drucker, “Knowledge-Worker Productivity: The Biggest Challenge” sustainability and the environment: Stuart Hart “Beyond Greening: Strategies for a Sustainable World” the ultimate vision organizational values:Richard Beckhard “The Healthy Organization” Philosophy of the Book: Over-arching Themes and Tenets Organization Development covers a range of competencies and topics, as the chapters listed above indicate However, there are five basic tenets for understanding change and development across chapters These overarching themes weave a consistent philosophy throughout the volume and underpin the unique contributions of individual authors The tenets include: Individuals and modern organizations are complex There are, however, sound and helpful models for understanding both, and successful change efforts use these to inform change strategies and choices Successful organizational change begins with a clear vision of organizational health and effectiveness The old adage rings true: it’s hard to know when you get there if you don’t know where you are going Organizational effectiveness is grounded in respect for the human side of enterprise Supporting, developing and fully utilizing human creativity, initiative, and expertise are keys to any organization’s success In the world of organizational change, this points to the importance of involving individuals in relevant organizational choices and processes across a range of issues – from quality of work life to structure and strategy Participation and involvement need not be limited to the “soft side” of organizational life Learning is at the core of effective organizational change In successful change, learning happens on the individual, group, and systemic levels This includes increased problem solving capacities for all Effective organization development is a collaborative search for the best forms and approaches to organizing to match a client system’s unique circumstances The increasing diversity of people, environments, goals, knowledge, organizational practices and processes remind us that there is no one size fits all definition or path to organizational health and effectiveness Human contribution, creativity and commitment are essential But so are the organizational efficiencies, structures, and smart strategic choices that ensure survival in an increasingly competitive work world PART 2: Teaching with Organization Development: A Jossey-Bass Reader PART explores teaching with Organization Development It contains chapter-bychapter summaries and suggested ways to think about options for course or module development Organizational and environmental factors that facilitated change and the factors that made change difficult (i.e., Lewin’s force field model) The change agent’s personal theory of change (e.g., his/her change vision, the values that drove the process, beliefs about the conditions that lead to successful change, expectations from others, and so on) Reflecting on this information, students are asked to analyze the data gathered and summarize their key learnings about change and the change process from this project These will be presented in class on [INSERT DATE] Final integrative paper: In the same way that the interview project was redefined in light of different learning and program goals, the final course paper can be made more organizationally- focused by turning it into a final case analysis paper Students would be given a case and asked to integrate, apply, and demonstrate their learnings from the semester through written analysis paper The paper can be written as an academic paper, with references to course reading and relevant change literature It can also be a take-home exam, written in “business style” (crisp, short, direct, front-loaded with conclusions and key learnings, etc.) Another alternative is to use the case analysis assignment as an in-class final exam Activities and Experiential Exercises All courses can be enriched by experiential exercises and activities Students enjoy them They also encourage skills in learning from experience – a valuable asset for change agents The modules below have suggested activities that can be incorporated into suggested classes In addition, Pfeiffer Publishers http://www.pfeiffer.com/WileyCDA/Section/id101564.html is a rich source of training materials and books on experiential activities and exercises Experiential exercises serve two purposes in OD courses and training The activities are vehicles for student learning on a range of topics The exercises are also models of activities that students can use in their own work with clients Books like, 50 Creative Training Closers: Innovative Ways to End Your Training with IMPACT! and 50 Creative Training Openers and Energizers: Innovative Ways to Start Your Training with a BANG! by Bob Pike and Lynn Solem, are two noteworthy exampleshttp://www.pfeiffer.com/WileyCDA/Section/id-101564.html The Pfeiffer Annuals on Training are collections of exercises organized by topic and learning goals, as well as various surveys, inventories, and questionnaires that are helpful for data-gathering practice, skill building, and self-reflection Sample Modules on Consulting Skills GOAL: The purpose of this series of modules is to explore the understandings and skills needed to serve as a successful consultant and change agent Effective consulting requires understanding self, the consultant’s role, the consulting process, and the skills required to the work It also demands solid knowledge about organizations and how to improve them The modules can serve as the foundation for a graduate-level course in consulting They can also be selectively incorporated into a larger course on change, organizational behavior, or leadership, or used as part of a training program on the topic Module One: Readings: Leading Change: What is Consulting? Chapter 17 Masterful Consulting Chapter 18 Consulting Phases and Tasks Chapter 19 The Organization Development Contract Chapter 23 Leading as the Internal Consultant questions for discussion: What is a good consultant? What consultants actually do? How does your image of the work compare to Merron’s? To Block’s? Compare Merron’s concept of “masterful consulting” with Block’s “flawless consulting.” What are the central elements of each? How to the two models differ? Where is there overlap? How you reconcile the differences for yourself? Why consult? What are the benefits and the down-sides of the work to you? Both authors stress the importance of authenticity What does the term mean to you? Provide an example from your own life or work that illustrates the meaning of working authentically activities: Consulting autobiography: Merron and Block stress the importance of bringing one’s full self to the work This can only happen when we understand how our experiences, values, strengths, goals, passions, and flat spots – who we are, what we care about and believe, what we know (and don’t), and what we attend to (and ignore) – significantly impact our understanding and skill in enacting the consultant’s role Participants will draft a brief outline (no more than one page) that represents their notes for a “consulting autobiography” – an account of their life that focuses on events, people, and places that have influenced how they view consulting and themselves as a consultant Consulting pairs: Consultants work to assist clients in learning about themselves, their current capacities, and the road to increased effectiveness Participants will form consulting pairs The purpose of activity is for each member of the pair to serve as a resource to each Each is to interview his/her partner to help the other acquire a deeper understanding of his/her strengths, passions, and possibilities as a consultant The activity can be coupled with the autobiography activity above, and provide opportunity for assistance in probing the full meaning of and the legacy from the events, people, and places identified This activity is, in fact, a microcosm of consulting in action Presentation of self: Consultants and change leaders often have only a few minutes to convey clearly and succinctly who they are, what they offer, and what they can deliver And they need confidence under the most trying conditions Individuals are asked to present themselves to the group through performance of a song that conveys something important about their identity The activity is processed in small groups to explore: (a) the rationale for the choice of song; (b) the comfort/discomfort with the performance of it; and (c) the implications of all this for the public role of a consultant skills focus: self-reflection, interviewing, presentation of self, authenticity Module Two: Preparing for the Role Reading: Chapter Understanding Planned Change Chapter Effective Intervention Theory questions for discussion: What is an intervention? What drives effective interventions, according to Argyris? What are the linkages among consulting, Lewin’s model of planned change and his force field analysis, and an intervention? What are key differences in meaning and purpose for each of these? What skills and qualities are essential for a successful interventionist? How does one develop these? What must a successful interventionist actually do, according to Argyris, to maximize his/her productivity and success? Is a good change agent an interventionist open to learning? “Masterful”? “Flawless? ” All of the above? None of the above? Explain your answer activities: Intervention planning: Working in small groups, participants can explore a short case situation and design an appropriate intervention What would they do? Why? What outcome would they expect? Participants are asked to use both of the assigned readings to explain answers Consulting trios One member (client) identifies a situation where s/he would like help or assistance in solving a dilemma One member of the trio serves as consultant The other is an observer Time permitting, three rounds of this activity allow each trio member to play all three roles Each round begins with a client statement of the assistance desired The consultant is given a few minutes to plan his/her intervention strategy, and then begins the intervention The observers take notes After each round of the consultation, the trio discusses the activity, exploring the intentions, expectations, and actual behaviors of the consultant and the client Begin each round with the consultant, exploring questions like: What did s/he intend to do? How was that different from what the consultant saw him/herself doing? Why? What expectations was s/he trying to meet? What model of consulting does his/her behavior indicate? Move next to the client What was the client expecting? How was that similar to or different from what actually happened? And so on The observer offers an external perspective After all three rounds, the trio discusses variations in how people approached the task, the implicit models of intervention that their behaviors indicate, and their surprises about themselves and the process from the activity skills focus: intervention planning, listening, observation skills Module Three: Understanding the Basics for Effective Change Strategies Reading: Chapter Action Learning and Action Science Chapter Appreciative Inquiry Chapter 10 Leading Change: Why Transformation Efforts Fail Chapter 22 Reframing Change: Training, Realigning, Negotiating, Grieving and Moving On questions for discussion: Each of the readings provides a somewhat different model and approach to planned change: action science, appreciative inquiry, an eight-step sequential model, and a fourframe approach What are the central components of each of the four models? What values and beliefs about people, organizations, and change management underlie each? How are these models different? Where are they complementary? From your perspective, which of the models is easiest to understand? Which contains ideas that you powerfully resonate with? Which set of ideas seems most foreign? How you reconcile the differences among these four approaches to change? Where they overlap? In what ways will each inform your work? activities: Developing a Personal Change Agent Manifesto: The change literature is filled with different models and approaches to change – sometimes complementary, sometimes inconsistent Good change agents understand their own beliefs and perspectives on change, and how these inform their work What and how consultants see, believe, frame, and ignore are critical in determining how (and if) they can be of service to their client systems Reflecting on the models in the assigned readings as a start and drawing on your experiences and understanding of organizations, what is your personal model of change? Each participant should write out a detailed personal statement that reflects their beliefs, values, skills, passions, commitments, “frames,” and strengths as a leader and facilitator of change, and be prepared to share and discuss this in small groups Comparative Change Strategies Project: Participants will all read the same case scenario that identifies an organization in need of change Four subgroups are formed Each subgroup is assigned one of the four assigned readings/models of change The task is to analyze the case situation and propose an appropriate course of action based tightly on their assigned reading’s approach to change Each of the subgroups presents the result of their work The total group contrasts and compares the four presentations, and discusses what they have learned about the strengths and limitations of each model from this activity skills focus: diagnosis and analysis, listening, presentation design and delivery, self-reflection Module Four: Understanding the Meta-purpose of Planned Change Reading: Chapter What is Organization Development? Chapter 47 The Healthy Organization questions for discussion: Beckhard provides his definition of organizational effectiveness and health on p.4 He returns to the same set of issues (after thirty-five plus years of professional practice) in Chapter 47 Compare and contrast the two chapters What has changed in Beckhard’s definition? What remains constant? How does Beckhard’s thinking compare with your own? What can you add to his assessment? What are the components of a healthy organization? Where in your experience have you been a member of such an organization? What was it like? How did you feel? What were the implications for you and others? Draw on your experiences in toxic or unhealthy organizations What dynamics characterized those organizations? What was it like for you to be a member? How did you feel? What were the implications for you and others? activities Creating a Diagnostic Model Beckhard provides his definition of organizational effectiveness and health on p.4 He adds John Gardner’s (p.5) and Ed Schein’s (p.6) perspectives on the same set of issue Using the three authors’ input as a starting point, develop a diagnostic model that can be used to assess organizational effectiveness and health What are the components of such a model? How can it be used? Participants can work alone or in small groups They will present their models, and the total group can explore variations and commonalities among those presented Applying the Healthy Organization Model: Participants, working alone or in small groups, can apply the model, developed above, to their current work situation Describe areas of current organizational health How can these be strengthened and preserved? Where are areas for improvement? What interventions these suggest for organizational improvement? Revisiting the Change Agent Manifesto: Participants are asked to reflect on the personal manifestos and models of change that they have developed How should/could those be revised in light of new understandings about healthy organizations? skills focus: diagnosis and analysis, listening, presentation design and delivery, self-reflection Module Five: Diagnosis, Intervention and Levels of Engagement [NOTE: This module covers a large set of topics, and the readings provide large amounts of information on critical issues and skill sets for successful consulting Depending on the experience level of participants, this information may be a basic review or way to reorganize current knowledge and experiences Under those circumstances and with the right amount of time, the module can be used as proposed For newcomers to the field or those with little organizational behavior background or knowledge, however, more time will be needed for discussion and integration of these key ideas Under those conditions, the proposed module can be divided into multiple sessions It can become two modules: the first looking at the overall organization and then returning in a subsequent session to explore interventions and engagement levels This means instructors will work with chapters 15 and 16 (and discussion questions 7, 8, 9, 10) in the first of these learning units Chapters 12, 13 and 14 and the remaining questions form the second Another alternative, time permitting, is to form three modules The first is as described above The second builds on the concept of understanding organizations and takes a detailed look at key organizational processes like strategy, structure, work design, work force development, and so on These topics are explored in PART of the OD Reader (chapters 27-34) This second module is then followed by a third that examines levels of intervention and engagement.] Readings: Chapter 12 Teaching Smart People How to Learn Chapter 13 Facilitative Process Interventions: Task Processes in Group Chapter 14 Large Group Interventions and Dynamics Chapter 15 Understanding the Power of Position: A Diagnostic Model Chapter 16 Reframing Complexity: A Four Dimensional Approach questions for discussion: What we mean by the concept levels of engagement (i.e., individual, task group, large group, system)? What makes this an important concept in effective consulting? If people are smart, why they need to learn how to learn? What does Argyris mean by that? What is the difference between process and content? What is your comfort as a consultant working on the process level? On the content level? How strong are your process skills? How you know? What are your “content” specialty areas? (i.e., where could you, as a consultant, add content value in organizational decision making?) And should you? How could/would a success change agent apply Schein’s model to his/her work? How large group dynamics differ from those of task groups, as described by Schein? What are the central dilemmas in large group systems, according to Bunker and Alban? Provide an example from your own experiences of each What does Sales mean by the unconscious nature of systems dynamics? Why is this important to our understanding of organizational behavior? To our work as leaders of change? Reflect on your experiences in organizations When have you been a “top?” A “middle?” A “bottom?” Based on your experience, does Sales have it right? What is reframing? Why is it a central component of a change agent’s job? 10 In what way(s) does each of the four frames contribute to a comprehensive understanding of organizations? activities: Individual diagnosis of skills and comfort zones When we only have a hammer, all the world looks like a nail Consultants need a variety of diagnostic tools and perspectives to inform their work – and assess accurately the fit between their skills and client needs Reflect on the readings and assess where your skills, strengths, and comforts as a consultant lie Which of the readings introduced new ideas? Which were comfortable? In what ways did they connect to past experiences? Identify gaps in your past preparation, experience, and learning What learning goals and plans can you set for yourself to strengthen those areas? Outline such a plan Individual cases Chris Argyris has developed the left hand-right hand mini case as a vehicle for exploring the discrepancy between one’s intentions (espoused theory) and behaviors (theories-in-use) Senge (chapter 38) has adopted the same method The cases are easy to write, and they are powerful vehicles for learning and self-reflection Using them also provides a first hand understanding of Argyris’s arguments in the assigned chapter Basically, think of a challenging situation where you wish a conversation with someone else had gone differently Now take a piece of paper and draw a line down the middle In the left-hand column, write down a snippet of the conversation, reconstructing as close to verbatim as you can – but don’t stress if you not have the accuracy that a tape recording could offer Write it as a real dialogue: I said: Other said: I said: Other said: And so on Now go back In the right-hand column, write what you were thinking at each of these exchange points but did not say In pairs, participants will discuss and explore their cases The non-case writer is a consultant to the writer with the task of enabling the case writer to see choices, strategies, and behaviors that hindered progress in the situation The case writer’s job is to listen and only answer questions of clarification – not defend or explain his or her behavior Group Process Observation and Feedback Activity: Divide participants into two groups: problem-solvers and observers A fish-bowl is created to allow the group inside the fish-bowl to work on their assigned problem while being observed by those outside the circle Observers will provide feedback on what they see and learn Schein provides templates for how and what to look for when observing informal roles, group decision making styles, and individual behaviors Large Group Data Gathering Activity The class will create a vehicle for assessing the modules to date and suggest ways to strengthen them Drawing on the goals of large group activities and possible designs in the assigned readings, create a large group process, actually run it, and assess its impact Processing of the activity should include discussion of the large group dilemmas outlined by Bunker and Alban, with participants providing examples of each from their large group experience A System-wide Power Simulation A power simulation can be created to provide experiential understanding of the system dynamics at the top, middle and bottom as explored in the Sales chapter Lee Bolman has created multiple versions of a power simulation that is perfect for teaching and training audiences He and Terrence Deal outlined one version in their Organizational Behavior Teaching Review article, “A Simple But Powerful Power Simulation.” Bolman has adapted that to explore a wider range of organizational issues into a version where participants produce products for simulated clients The article, information on how to run the power simulation, as well as the organization simulation which descends from it, can be found on Bolman’s Reframing Teaching Resources website at: http://bloch.umkc.edu/classes/bolman/reframing_teaching_resources.htm Images of Organizations Participants will each draw a picture or an image that represents the organization where they work (or the part of it that they are most familiar with) Use these drawings to explore in small groups people’s dominate images of organizations and to make inroads into people’s implicit “frames” of organizational reality (i.e., what they choose to see and what they ignore) Four-frame Diagnosis The class (or any current event, case, or shared organizational situation of which participants have common knowledge) can be used to practice diagnostic skills and to probe the usefulness of a four-frames approach to understanding systems dynamics Divide the large group into four and assign each subgroup one of the frames (structural, human resource, political, symbolic) Their job is to analyze the situation from the perspective of their assigned frame Each group will report out Large group discussion should follow skills focus: observation, feedback, diagnosis and analysis, listening, presentation design and delivery, consulting, intervention, self-reflection Appendix A: Sources for Cases Case clearing houses and other sources Amazon.com http://www.amazon.comhttp://www.amazon.com is a source of individual cases from the Organization Development Journal, as well as OD and change case books Search for “cases organization development” once you log onto the Amazon site and have selected the search for “books” option American Council on Education [1 Dupont Circle, N.W., Suite 800, Washington, D.C 20036; telephone, (202) 939-9300] is an excellent source for cases in higher education leadership and institutional management http://www.acenet.edu/ CasePlace.org is a free, online searchable database Developed by The Aspen Institute’s Business and Society Program (BSP), the site locates cases, references, commentary, and supplemental teaching materials published by and for business educators, especially materials that deal with pressing social and environmental issues The cases come from sources including Harvard Business School Publishing, The Darden Case Collection, Richard Ivey School of Business, University of Western Ontario (Canada), and the European Case Clearinghouse; they cover a wide array of disciplines including Marketing, Finance, Accounting and Management Cases are easy to search by keyword and themes such as Human Rights, Stakeholder Relationships, and Crisis Management http://www.caseplace.org/ Case Studies in Marketing, Business is an internet site that provides links to eight sources for marketing, careers, and product research cases ttp://www.knowthis.com/academic/casestudies.htm Darden Graduate School of Business Case Collection, University of Virginia; telephone: (800) 246-3367; http://www.dardenbusinesspublishing.com http://www.gse.harvard.edu/ppe/highered/case.html A link to the current catalogue is at the bottom of the page The Electronic Hallway, University of Washington, Daniel J Evans School of Public Affairs, 109 Parrington Hall, Box 353055, Seattle, WA 98195-3055; email: hallhelp@u.washington.edu telephone: (206) 616-8777 / fax: (206) 543-1096; Web: www.hallway.org The Electronic Hallway is an online repository of teaching cases and other curriculum materials for faculty who teach public administration, public policy, and related subjects Cases are available in numerous policy areas, as well as on economic development, education, environment and land use, human services, international affairs, nonprofit, state and local government issues, utility and transit issues, and urban and regional issues Many Hallway cases include teaching notes, and several have video of cases being taught by experienced teachers The European Case Clearing House is described as the world’s most comprehensive catalogue of worldwide case studies for management education U.K Office: Cranfield University, Wharley End, Bedford MK43 OJR, England; phone: +44 (0)1234 750903; fax: +44 (0)1234 751125; email: ecch@ecch.com; Web: http://www.ecch.com U.S Office: Babson College, Babson Park, Wellesley MA 02457; phone: (781) 239-5884; fax: (781) 2395885; e-mail: ecchusa@ecch.com; web: www.ecch.com Hartwick Humanities in Management Institute, Hartwick College, Hartwick Drive, Oneonta, NY 13820; telephone, (800) 942-2737; e-mail: info@hartwickinstitute.org; Web: http://www.hartwickinstitute.org HBS Case Services, Harvard Business School, Soldier’s Field Road, Boston, MA 02163; telephone, (800) 545-7685; fax, (617) 783-7666; Web: http://harvardbusinessonline.hbsp.harvard.edu/ The case catalog is available online, and registering at the site enables you to download review copies of cases, as well as some articles and teaching notes A well-organized site and knowledgeable staff to assist in course preparation Harvard Graduate School of Education (HGSE), Programs in Professional Education Current Case Catalogue Harvard Institutes for Higher Education, 14 Story Street, Third Floor, Cambridge, MA 02138; Phone: 800-545-1849; Fax: 617-496-8051; Email: hihe@gse.harvard.edu; Web: Richard Ivey School of Business, University of Western Ontario; telephone, (800) 649-6355; Web: http://www1.ivey.ca/cases/ A searchable catalog is available online This has a large collection of business cases set outside the United States, including many in Canada, Asia, or Europe This collection now includes Thunderbird cases from The Garvin School of International Management, well known for their focus on global management situations Registration is required to search the site John F Kennedy School of Government, Case Services, Harvard University, JFK Street, Cambridge, MA 02138; telephone, (617) 495-9523; Web: http://www.ksgcase.harvard.edu/ A searchable catalog is available online, and registered users can download many cases in PDF format for review or purchase The Times 100 Cases provides free access to a large number of short, downloadable business cases organized by business and course names The site also offers teaching assistance and a glossary http://www.thetimes100.co.uk/welcome.html Appendix B: Sources for Films and Videos Film and Video Clearing House: The Film Connection is a national film library, based in Seattle and available online at http://www.thefilmconnection.org/ It is a wonderful source for films and videos, and provides film listings by genre, topic or country of origin, along with detailed explanations of what the film is about Library staff can assist with discussion questions for use in teaching The Film Connection has an extensive catalogue and allows you to borrow the movies at no cost (for now) The library says that there is no copyright problem showing one of their films in class There is a simple online registration, and the Film Connection will mail requested DVDs to you in a SASE envelope so you can return them as soon as you are finished Sources for Popular Films and Public Television Videos: Barnes and Noble; telephone, (800) 843-2665; Web: http://www.barnesandnoble.com/ Critics’ Choice Video; telephone, (800) 993-6357; Web: http://www.ccvideo.com/ WGBH Public Television Media Access Group, WGBH Educational Foundation, 125 Western Avenue, Boston, MA 02134; telephone, (888) 255-9231; e-mail: wgbh@ordering.com; Web: http://main.wgbh.org/wgbh/shop PBS Video, 475 L’Enfant Plaza, S.W., Washington, D.C 20024; telephone, (800) 424-7963; Web: http://www.pbs.org Historical Footage: John F Kennedy School of Government, Harvard University, 79 JFK Street, Cambridge, MA 02138; Web: http://www.ksg.harvard.edu/ The Kennedy Library and Museum, Columbia Point, Boston, MA 02125; toll-free telephone, (866) JFK-1960; fax, (617) 514-1652; e-mail: kennedy.library@nara.gov Web: http://www.jfklibrary.org Training and Development Films: A key source for locating training and development films is the Educational Film and Video Locator of the Consortium of College and University Media Centers, 4th ed., vols and (New York: R R Bowker, 1990) A copy of this easy-to-use reference book is available in most college libraries and university media centers Appendix C: Other Teaching Resources and Materials MERLOT (Multimedia Educational Resource for Learning and Online Teaching) at http://www.merlot.org/Home.po is a free educational resource that supports multiple disciplines Its business collection (http://taste.merlot.org/portal/business/) provides links to a broad array of educational resources (including experiential exercises, simulations, and other activities), peer and editorial board reviews, and suggested assignments in the management sciences Reframing Teaching Resources website, created by Lee Bolman, has cases, activities, articles, simulations, and links relevant for OD teaching and multiple chapters in the OD Reader Of particular note are two system-wide power simulations that complement chapter 15, as well as cases useful for working with chapters 16 and 22 The site can be found at http://bloch.umkc.edu/classes/bolman/reframing_teaching_resources.htm The Journal of Management Education and its predecessor The Organizational Behavior Teaching Review contain a trove of experiential exercises and reviews of instructional materials An article index to JME (February 1999-current issue) is available online at http://jme.sagepub.com/archive Membership in the Organizational Behavior Teaching Society allows online access to full text articles from both publications, a search of the Society’s listserv (which includes member recommendations for activities, films, video, books, teaching designs, etc.), as well as a range of experiential activities and training exercises at www.obts.org The Association for Experiential Education offers links to journals and publications on outward bound and other outdoor educational activities and practices http://www.aee.org/customer/pages.php?pageid=11 The Academy of Management http://www.aomonline.orghttp://www.aomonline.org/ has a Professional Development site that provides links to a variety of teaching and support materials The site includes information and sources for: (1) Case studies, the case method, course design using cases, and a variety of other case-related resources (2) Exercises, multimedia activities and resources, and management simulations (3) College teaching associations, organizations, and conferences (4) Teaching journals and management education-related articles (5) Teaching books and textbooks to assist instructors in improving their teaching Pfeiffer Publishers http://www.pfeiffer.com/WileyCDA/Section/id-101564.html is a rich source of training materials and books on experiential activities and exercises